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اثر استراحت‌های مغزی بر پیشرفت تحصیلی، خودکارامدی و علاقه به فعالیت بدنی دانش‌آموزان ابتدایی

نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I

نویسندگان

1 گروه رفتارحرکتی، دانشکده علوم انسانی، دانشگاه سمنان، سمنان، ایران .

2 نویسندۀ مسؤول، گروه رفتارحرکتی، دانشکده علوم انسانی، دانشگاه سمنان، سمنان، ایران.

چکیده

مقدمه: هدف از پژوهش حاضر بررسی تأثیر استراحت‌های مغزی بر پیشرفت تحصیلی، خودکارامدی و علاقه به فعالیت بدنی دانش‌آموزان ابتدایی بود.
روش پژوهش: پژوهش حاضر از نوع نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعۀ آماری آن شامل دانش‌آموزان دختر پایۀ چهارم، پنجم و ششم ابتدایی بود. با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای، 127 نفر از دانش‌آموزان به‌عنوان نمونۀ پژوهش انتخاب و به روش تصادفی ساده در دو گروه مداخله و کنترل تقسیم شدند. برای جمع‌آوری داده‌ها از پرسشنامۀ خودکارامدی کودکان و نوجوانان موریس (2001) و فعالیت بدنی برای کودکان رز و همکاران (2009) و پیشرفت تحصیلی شرکت‌کنندگان استفاده شد. گروه مداخله به مدت چهار ماه، دو بار در روز و سه بار در هفته مجموعه فعالیت‌های بدنی استراحت مغزی را انجام دادند، درحالی‌که گروه کنترل هیچ مداخله‌ای دریافت نکردند. داده‌ها با استفاده از آزمون تی مستقل ارزیابی شدند.
یافته‌ها :تجزیه‌وتحلیل داده‌ها نشان داد که پس از مداخله (استراحت مغزی) میانگین گروه آزمایش در سه متغیر پیشرفت تحصیلی(p=0/001, F=3/57 )، خودکارامدی (P=0/001 F=7/65 ) و علاقه به فعالیت بدنی ( P=0.001,F=10.72)نسبت به گروه کنترل تفاوت معنا‌داری دارد.
نتیجه‌گیری: این یافته‌ها می‌تواند ضرورت توجه برنامه‌ریزان و مسئولان آموزشی را به اهمیت نقش فعالیت‌های استراحت مغزی در بهبود پیشرفت تحصیلی، خودکارامدی و تأثیر آن بر میزان علاقه به فعالیت بدنی دانش‌آموزان دختر ابتدایی به‌دنبال داشته باشد.



کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Brain Breaks on Academic Progress, Self-Efficacy, and Interest in Physical Activity of Primary School Students

نویسندگان [English]

  • Mobina Javad Mutab 1
  • Fatemeh Rezaei 2

1 Department of Motor Behavior, Faculty of Humanities, Semnan University, Semnan, Iran.

2 Associated professor, Department of Motor Behavior Sports Science, Faculty of Humanities, Semnan University Semnan, Iran.

چکیده [English]

Introduction: This study aimed to investigate the effect of brain breaks on academic progress, self-efficacy, and interest in physical activity of primary school students.
Methods: The current research was a quasi-experimental type with a pre-test, post-test, and control group design. Its statistical population included fourth, fifth, and sixth-grade female students. Using the cluster random sampling method, 127 students were selected as the research sample and were assigned to two intervention and control groups through a simple random method. To collect data, the Self-Efficacy Questionnaire for Children (Morris, 2001) and the Children’s Attraction to Physical Activity questionnaire (Rose et al., 2009), and a researcher-made questionnaire for the educational progress of the participants were used. The intervention group performed brain breaks physical activities twice a day and three days a week for four months, while the control group did not receive any intervention. Data were evaluated using an independent t-test.
Results: Data analysis indicated that after the intervention (brain breaks), the average scores of the experimental group for three variables of academic achievement (F=3.57, P=0.001), self-efficacy (F=7.65, P=0.001), and interest in physical activity (F=10.72, P=0.001) had a significant difference compared with the control group.
Conclusion: These findings can highlight the need for planners and education officials to pay attention to the importance of the role of brain breaks activities in improving academic progress, self-efficacy, and its effect on the level of interest in physical activities of primary school girls.

کلیدواژه‌ها [English]

  • Brain Break
  • Academic Progress
  • Self-Efficacy
  • New Teaching Method
  • Physical Activity
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رشد و یادگیری حرکتی ورزشی
دوره 15، شماره 1
اردیبهشت 1402
صفحه 63-78
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  • تاریخ دریافت: 26 دی 1401
  • تاریخ بازنگری: 15 اردیبهشت 1402
  • تاریخ پذیرش: 19 اردیبهشت 1402
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